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1 AP World History 2013 Free-Response Questions About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 6,000 of the world s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success including the SAT and the Advanced Placement Program. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service and inspiring minds are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: Permission to use copyrighted College Board materials may be requested online at: AP Central is the official online home for the AP Program: apcentral.collegeboard.org.

2 WORLD HISTORY SECTION II Note: This exam uses the chronological designations B.C.E. (before the common era) and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in some world history textbooks. Part A (Suggested writing time 40 minutes) Percent of Section II score 33 1/3 Directions: The following question is based on the accompanying Documents 1-9. (The documents have been edited for the purpose of this exercise.) Write your answer on the lined pages of the Section II free-response booklet. This question is designed to test your ability to work with and understand historical documents. Write an essay that: Has a relevant thesis and supports that thesis with evidence from the documents. Uses all of the documents. Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually. Takes into account the sources of the documents and analyzes the authors points of view. Identifies and explains the need for at least one additional type of document. You may refer to relevant historical information not mentioned in the documents. 1. Analyze connections between regional issues and European struggles for global power in the mid-eighteenth century. Identify an additional type of document and explain how it would help your analysis of these connections. -2-

3 Historical Background -3-

4 Document 1 Source: Robert Clive, British East India Company officer, report to the company after defeating the ruler of Bengal and his French allies at Plassey, The substance of the settlement with Mir Jafar* is as follows: 1. Mir Jafar will be the new viceroy of Bengal. 2. Mir Jafar and the East India Company will enter into an alliance with the Mughal Empire, against all enemies, including other Europeans such as the French. 3. The Bengali government will pay the Company for military expenses in this battle. 4. The Bengali government will compensate English subjects, Hindus, Muslims, Armenian Christians, and other natives who suffered during the latest battles. 5. Land around Calcutta will be given to our Company with permission to charge rents. 6. Mir Jafar will pay our Company s troops if he needs them in the future. * Mir Jafar: Bengali general who defected to the British during the Battle of Plassey Document 2 Source: Kisensik, Nipissing chief, speech at the Council of Indian Nations convened by the French general Montcalm, Quebec, Canada, My brothers, we Catholic Indians from New York thank you Indians from the Great Lakes region for helping us defend our territory against the British who wish to usurp these lands. Our cause is good and the Master of Life favors it. Document 3 Source: Maria Theresa, Empress of Austria, letter to Maria Antonia, wife of the future ruler of Saxony, a German state that was allied with Austria against Prussia, October Our mutual enemy, King Frederick of Prussia, is at full strength because the Russians have withdrawn their forces. Now he will certainly attack somewhere with concentrated force. Austria has always hoped to change the theater of the war and to move troops to the territories Frederick seized from us. We had hoped to hold Frederick so firmly there that he could not turn back to your Saxony, but the deceptions and incompetence of the Russians upset all our plans. Peace seems further away than ever. I fear that sometime during the coming winter the Prussians will move against our allies the French, and we will not be able to prevent this. -4-

5 Document 4 Source: Letter from King Frederick of Prussia to his foreign minister after the Prussian army experienced a series of defeats by the Austrians, January If the aid of the Ottoman Turks is not forthcoming, our courage and our armed forces will be unequal to winning our next campaign, let alone recapturing our territory. Quite simply, we are lost without the Turks help. It seems to me that we ought to open peace negotiations with our enemies, so as to rescue all we can from the wreckage of my cause. I therefore leave it to your judgment to decide whether to embark on these negotiations through the British, or whether the situation is so urgent that you must address yourself directly to France, Austria, or Russia. Document 5 Source: Proposed terms of surrender by the French colonists of the Caribbean island of Martinique, with the responses of the British navy, signed February 7, To His British Majesty s military forces: Article 4 Demand: We shall be strictly neutral and shall not be obliged to the King of France, nor any other Power. Article 4 Response: You will become subjects of His British Majesty and must take the Oath of Allegiance but shall not be obliged to fight against the King of France until a Peace may determine the state of the island. Article 6 Demand: We and our clergy shall be allowed to keep the property of our estates, including slaves, and shall be preserved in our privileges, rights, honors, and exemptions, our free negroes and mulattoes, and shall have the enjoyment of our liberty. Article 6 Response: Granted in regard to the clergy; the rest of the inhabitants are now subjects of Great Britain and therefore subject to British law. Document 6 Source: César de Choiseul, French minister of foreign affairs, letter to the French ambassador in London, September 19, The British negotiator has been unreceptive to compromise. However, he proposed that we insert some clause on the navigation of the Gulf of Mexico to quiet Spain about contraband trade, on condition that the clauses apply to both the French and British nations. We objected that since we have no communication with Louisiana by land, and are absolutely unable to reach it except by the sea, it would be impossible for us to accept any proposed restriction of our trade. -5-

6 Document 7 Source: Pontiac, chief of the Ottawa, addressing a gathering of Ottawa, Huron, and Potawatomi Indians, near the Great Lakes, after the defeat of the French by the British, It is important for us to exterminate this nation, Britain, from our lands; it only seeks to destroy us. You see as well as I do that we can no longer supply our needs, as we have done from our brothers, the French. The British sell us goods twice as much as the French do, and their goods do not last. When we wish to set out for our winter camp, they do not want to give us any credit as the French do. When I go to see the British commander and say to him that some of our comrades are dead, instead of mourning their death, as our French brothers do, he laughs at us. If I ask for anything for our sick, he refuses and replies that he has no use for us. From all this you can well see that they are seeking our ruin. Therefore, my brothers, we must all swear their destruction and wait no longer. Have I not shown you the wampum* belts which I received from our great father, the French King? He tells us to strike the British. Why do we not listen to his words? What do we fear? * wampum: beaded belts symbolizing an agreement or treaty Document 8 Source: Secret report from a British East India Company employee to the company s board of directors in London, We find that all the Catholic Religious Orders in Manila were, by the Terms of Capitulation, granted the free exercise of their religion and all other inhabitants have been allowed to maintain their personal property. But our advisors from Manila inform us that soon after the Spanish surrender of Manila to the British, the heads of the Augustinian Order of friars traveled around the country and prevented the natives from submitting to our British government. The friars even instigated them to take up arms against us. The Augustinians also schemed to prevent all kinds of food from reaching Manila. This traitorous and outrageous behavior was planned by the Augustinians, so we have declared them rebels, confiscated their property, and arrested their leader and sent him out of the Philippines. Document 9 Source: Andrew Symmer, British representative for the Turks Islands in the Caribbean, letter to the British government, The high taxes charged by Spain, upon every article of commerce, whether exported or imported into their American dominions, and their extensive coastal areas, are major advantages to British smugglers, who carry on a contraband commerce. I recommend that we allow the Spanish colonists into our ports without charging them taxes, so we can bring this trade openly into our territory now that the war is over. END OF PART A -6-

7 WORLD HISTORY SECTION II Part B (Suggested planning and writing time 40 minutes) Percent of Section II score 33 1/3 Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Uses world historical context to show continuities and changes over time. Analyzes the process of continuity and change over time. 2. Analyze how political transformations contributed to continuities and changes in the cultures of the Mediterranean region during the period circa 200 C.E. to 1000 C.E. -7-

8 WORLD HISTORY SECTION II Part C (Suggested planning and writing time 40 minutes) Percent of Section II score 33 1/3 Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Makes direct, relevant comparisons. Analyzes relevant reasons for similarities and differences. 3. Analyze similarities and differences between the role of the state in Japan s economic development and the role of the state in the economic development of ONE of the following during the late nineteenth and early twentieth centuries. China Ottoman Empire Russia STOP END OF EXAM -8-

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